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Cappelen Damms tidsskrift for engelsklærere nr01-2011 Illustrasjon: Inger Dale
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C a p p e l e n D a m m s t i d s s k r i f t f o r e n g e l s k l æ r e r e
nr01-2011
Illu
st
ra
sjo
n: I
ng
er D
ale
innhold
Flash Points in
Multicultural America
by Robert Mikkelsen,
Høgskolen I Østfold03
11
The Australian Spirit – You Have
to Experience It
by Fiona Ellingsen,
Narvik vgs.
09
The Lovely Bones and
the Do’s and Don’ts of
Choosing Novels
by Siri Hunstadbråten,
Drammen vgs.
The Use of Language Labs
in Teaching English
by Gyri Solberg,
Rosthaug vgs.14
['mæg@'zi:n]CAPPELEN DAMM VIDEREGÅENDE
Cappelen Damm
Akersgata 47/49
0055 Oslo
Telefon: 21 61 66 54 / 55
E-post: [email protected]
Ansvarlig redaktør:
Birger Nicolaysen
Redaksjon:
Kirsten Aadahl
Produksjon: AIT Oslo AS
Denne og alle tidligere utgaver av bladet er tilgjengelig i
bla-i-bok-format på nettet. Se f. eks. lærersidene på passage.
cappelendamm.no eller access.cappelendamm.no. Der
fi nner du også en oversikt over innholdet i alle utgavene.
a
Bonnes ands
Leder
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I forrige utgave etterlyste vi nye bidragsytere
til fagbladet. Tanken var at nye, friske og
penneføre lærere kunne gi oss fl ere perspektiver
og innfallsvinkler på temaene vi alltid kretser
rundt: det engelske språk og den engelsktalende
verden.
Nå har vårt lille nyttårsønske blitt besvart.
I dette vårnummeret er det artikler av Fiona
Ellingsen fra Narvik vgs. og Gyri Solberg
fra Rosthaug vgs. Fiona er opprinnelig
australsk, og hun skriver med stor innsikt
om ‘the Aussie spirit’ og om hvordan denne
spesielle mentaliteten hjalp det australske
folket under den voldsomme naturkatastrofen
tidligere i år. Gyri har valgt å presentere
noen tilnærmingsmåter til bruk av språklab i
undervisningen. Flere praktiske tips kommer
fra Siri Hunstadbråten, som har gjort seg noen
tanker omkring kriterier for valg av roman å
jobbe med i en klasse.
’Del og bruk’ er et slagord mange lærere
kjenner til og praktiserer. Kolleger samarbeider
om og deler gode tekster og forslag til
undervisningsopplegg; andre deler og
kommenterer på blogger eller gjennom sosiale
medier. Fagbladet vårt er også en arena
der det er mulig å dele det du mener andre
engelsklærere kan ha bruk for. Så jeg gjentar
oppfordringen: gjør som Fiona og Gyri og send
oss tekster du har skrevet eller forslag til
temaer du kan tenke deg å skrive om.
Fagbladet gir oss også en mulighet for å
supplere og oppdatere lærebøkene våre, på
samme måte som vi bruker fagnettstedene
våre. Robert Mikkelsen har laget et opplegg
om ‘Flash Points in Multicultural America’,
der to kontroversielle hendelser i nyere tid
belyses. For dem som underviser i programfaget
Internasjonal Engelsk kan Roberts tekst være
verdt å studere – og kanskje dele med elevene?
God lesning!
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by Robert Mikkelsen
POINTSin Multicultural AMERICAFLASH
Americans have been integrating new peoples
and cultures into their nation since its
beginning. This process is not always a smooth
one, however. There have always been confl icts
that have fl ared up between individual groups
and the larger society in which they fi nd
themselves. Sometimes these have been caused
by events over which the group itself has had
no control. The article below examines two such
fl ash points, one involving the large Mexican
American community in America, the other
involving the small community of American
Muslims. They illustrate the ongoing debate
about what it is to be an American.
Before you read the two articles below, discuss
the following:
a Which of the following two statements do
you think expresses the more important
principle?
– It is a human right to be able to go
where one can be most successful.
– Every country has the right to limit the
number of people who enter it.
Can these two be reconciled?
b What do you know about the attack on New
York and Washington on September 11, 2001?
Do you think this attack affected the
relationship of Islam to the rest of the world?
Mexican Americans:
Murder Sets Off Debate on Illegal Immigration
On March 27, 2010, Robert Krentz Jr.,
a cattle rancher along the Mexican border
in Arizona, called his brother on the radio
saying, “I see an immigrant out here,
and he appears to need help. Call the
Border Patrol.” Hours later he was found
dead, shot in the head. Many assumed he
had been killed by an illegal immigrant
afraid of being turned in (though later
it appeared more likely the killer was
a scout from a drug smuggling ring).
His death set off a storm of protest
against illegal immigrants in the state of
pre
-readin
g a
cti
vit
y
“The Mexican government
condemns the approval of the
law [and] the criminalization
of migration.”
Mexican President Felipe Calderón
©Fotolia
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Arizona. The confl ict had been simmering
for many years. Arizona is one of the main
routes that illegal immigrants take when
entering America across the southwestern
border with Mexico. Strengthened border
patrols and new fences had recently
redirected even more of the fl ow through
the state.
Despite repeated attempts by the federal
government, the situation seemed to
many to be getting more and more out
of hand. That is why a few weeks after
Krentz’s death a law was pushed through
the state legislature taking matters
into their own hands. It required Arizona
police offi cers to detain and question
anyone they suspected of being an illegal
alien and if that proved to be the case,
to arrest them.
This law, in turn, drew an angry reaction
from the large Mexican American
community in the state. They claimed it
would lead to the “racial profi ling” of all
Mexican Americans. That would violate
their civil rights and spread prejudice
against anyone who might be looked on
as a “suspect” because of dark skin or
Mexican American features. The American
Civil Liberties Union immediately
challenged the law in the courts.
Arizona’s law also drew a response on
the national level. President Obama – a
former constitutional law professor –
called Arizona’s policy “misguided.” He
said that it threatened “to undermine
basic notions of fairness that we cherish
as American.” He ordered the Justice
Department to seek a court order against
it. This was not only because it could
cause “racial profi ling.” It was also
because regulating immigration was a
federal, not a state, matter. He pointed
out that if “other states and localities go
their own ways, we face the prospect…
(of) a patchwork of local immigration
rules, where we all know one clear
national standard is needed.”
On July 29, 2010, Judge Susan Bolton of
the Federal District Court found in favor
of the Obama Administration and put the
law on hold while the state of Arizona
appealed the decision. On February 10,
2011, Arizona Gov. Jan Brewer announced
that her state will fi le a countersuit
against the federal government, claiming
Washington has failed to enforce
immigration law along the southern
border. The two sides continued to
stare at one another across the divide.
The debate was far from fi nished.
©Thinkstock
©Thinkstock
1 What happened to Robert Krentz Jr.?
2 Why did this set off such a strong
reaction in the state of Arizona?
3 What did the law passed by the
state legislature empower
policemen to do?
4 How did the Mexican American
community react to this law?
5 How did President Barack Obama
react to the law?
6 Why was Obama concerned that
individual states would start
making their own immigration
laws?
7 What did the courts decide about
the law?
Quotes on Arizona’s Law
“The culture is being destroyed. You call anywhere, it’s ‘Push One for English, Two for Spanish’. All it does is make it easier for people to live here once they sneak into the country.” Gary Arbitter, carrying a “Silent No More” sign supporting the Arizona law.
spot-
check
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American Muslims:
Of Mosques and Men
One quiet February evening in 2010 in
Sheboygan County, Wisconsin, Dr. Manoor
Mirza became aware of the full extent
of the damage that had been done by the
9/11 attacks on the Twin Towers in New
York City and the Pentagon in Washington
nine years earlier (9/11 = September
11). He was seeking permission from the
county Building Commission to set up a
small mosque in the town of Wilson (pop.
3,200) for the 100 or so Muslims in the
local community. Most were refugees
from Bosnia and Albania.
Dr. Mirza expected no trouble. He was
a respected citizen. Instead he suddenly
found himself the center of vicious
attacks on his religion. He was told Islam
was a religion of hate. Muslims were out
to wipe out Christianity. They murdered
their children. “I just think it’s not
American,” one of them summed up. Mirza
was deeply shaken, “I never expected
that the same people who came to me at
the hospital and treated me with respect
would talk to me like this.”
He was not the only one to be surprised.
A month later there was a much larger
national uproar over plans to build a
Muslim cultural center and mosque two
blocks from Ground Zero in New York City,
the place where the Twin Towers had
once stood. Although the plan – referred
©Fotolia
to as Park51 – had been approved by
the authorities and was supported by
New York Mayor Michael Bloomberg,
opponents were outraged. They claimed
it was an insult to the victims of 9/11.
This was “sacred ground,” they declared.
Protesters carried signs declaring “All
I Need To Know About Islam, I Learned
on 9/11.” Bloggers condemned the center
as an example of “Islamic domination
and expansionism.” The rhetoric in the
blogosphere grew rabid.
Altogether, six other new mosque
projects across the U.S. also faced bitter
opposition in 2010. Does this mean that
hatred of Islam (Islamophobia) is on the
rise in America? Well – yes … and … no.
On the one hand, this concerned only six
out of an estimated 1,900 mosques in
America. Clearly, having trouble was the
exception, not the rule. Polls have shown
that most Muslims in America feel safer
and freer in the U.S. than anywhere else
“People don’t like the idea
that they will be stopped and
*carded because of their skin
color. I’ve had the sheriff stop
me, and I’m not from the other
side of the border.”
Ross Canyon, Navajo born in Arizona.
(*Asked for a “green card” proving legal
immigration status)
“We in Arizona have been more than patient waiting for Washington to act. But decades of federal inaction and misguided policy have created a dangerous and unacceptable situation.”
Governor of Arizona Jan Brewer
spot-
check 1 Gary Arbitter said “The
culture is being destroyed.”
What culture was he
referring to?
2 What evidence did Arbitter
have of this? Do you fi nd it
convincing?
3 Who is Felipe Calderón and
what does he think of the new
law? Can you explain why?
4 Who is responsible for the
situation in Arizona
according to Governor
Jan Brewer?
5 Why is it ironic that Ross
Canyon was pulled over as
a possible illegal immigrant?
6 What is it that Alfonsso
Garnica dislikes?
September 11, 2010: For the fi rst time since the 2001 attacks,
September 11 was marked by divisive political rallies in
Lower Manhattan, as both supporters and opponents
of Park51 held dueling protests. ©Scanpix
“They’re going to start messing
with us, pulling us over and
asking for ID. We don’t like
that. We’re going to have to
fi ght the law until we get rid of
it.” Alfonsso Garnica, holding a “Stop The
Hate” poster opposing the Arizona law.
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in the Western world. As one American
journalist put it, “Islamophobia in the
U.S. doesn’t approach levels seen in other
countries (like France and Switzerland)
where Muslims are a minority.” Perhaps
this refl ects the American Constitution,
in which both freedom of religion and
the separation of church and state
are guaranteed. In addition, with an
estimated population of 2.6 million,
Muslims remain one of America’s
smallest and most varied groups, coming
from many different nations and cultures.
Their numbers pose a threat to no one.
On the other hand, prominent American
Muslims fear that opposition to Park51
is part of a “pattern of intolerance”
that started after 9/11 and has deepened
over the past years, perhaps refl ecting
America’s involvement in wars in Iraq and
Afghanistan. A poll taken in September
2010 showed that 61% of Americans
opposed Park51, while just 26% supported
it. Fully 44% viewed it as an insult to
those who died on 9/11, while only 23%
said it would be a symbol of religious
tolerance. This troubles American
Muslims. “The core argument emerging
from [the anti-mosque protests] is
that Muslims are not and can never be
full Americans,” remarked Eboo Patel,
a prominent American Muslim.
Fearing further attacks, some American
Muslims have argued that the Park51
project should be scraped. Others believe
backing down would be a mistake.
“If they don’t build it, they will be
agreeing with those who say Muslims
are not proper Americans” said a recent
immigrant from Iraq. “In that case I
might as well go back to Baghdad.” Like
the American public, the American Muslim
community was divided in its attitude
towards Park51.
Returning to Sheboygan County, the
town’s executive council eventually
granted the local Islamic Society
permission to convert a building on
Dr. Mirza’s property into a mosque.
Imam Mohammed Hamad now leads
prayers there. Protests have died down
in Sheboygan, but the wounds infl icted
by 9/11 on the relationship between
American Muslims and the larger
American society remain open.
Only time will heal them.
Based on:
http://www.time.com/time/nation/
article/0,8599,2011798,00.html
spot-
check 1 What was Dr. Manoor Mizra
applying for in Sheboygan
County, Wisconsin?
2 Why did the reaction to his
application surprise him?
3 What is “Park51” and why
have some people opposed it?
4 How many Muslims live in the
United States?
5 Do most American Muslims
feel safe and secure living in
the United States?
6 Why are some American
Muslims afraid of increasing
Islamophobia?
7 Why are American Muslims
divided about Park51?
8 What eventually happened to
Dr. Mizra’s application?
Opponents and Supporters of
Park51:
The folks who want to build
this mosque, who are really
radical Islamists ... don’t have
any interest in reaching out
to the community. Nazis don’t
have the right to put up a sign
next to the Holocaust Museum
in Washington. We would never
accept the Japanese putting up
a site next to Pearl Harbor.
Newt Gingrich, Former Speaker of the
House of Representatives and possible
Republican presidential candidate in 2012
Muslims have the same right to practice their religion as anyone else in this country. And that includes the right to build a place of worship and a community center on private property in lower Manhattan, in accordance with local laws and ordinances.President Barack Obama
This building will serve as an emblem for the rest of the world that Americans recognize that the evil acts of a few must never damn the innocent.Donna O’Connor, whose pregnant daughter
died on 9/11
The presence of mosques
like the one planned near
Ground Zero, which will be an
educational center as well as a
place of prayer, is one good way
of transcending ignorance.
Mark R. Cohen, Professor of Jewish
Civilization at Princeton University
The pain never goes away.
When I look over there and I
see a mosque, it’s going to
hurt. Build it someplace else.
C. Lee Hanson, whose son, daughter-in-
law, and baby granddaughter were killed
on 9/11
I don’t think the Muslim leadership has fully appreciated the impact of 9/11 on America. The wounds remain largely open [...] and when wounds are raw, an episode like constructing a house of worship — even one protected by the Constitution, protected by law — becomes like salt in the wounds.Akbar Ahmed, Professor of Islamic Studies
at American University
spot-
check
1 Why does Donna O’Connor
support building Park51?
2 What leads a leading Muslim
American like Akbar Ahmed to
oppose Park51?
3 Why might some think it
surprising that Mark Cohen
supports Park51?
4 What does Newt Gingrich
compare Park51 to? Is this
justifi ed?
5 Why does C. Lee Hanson want
Park51 built somewhere else?
A
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Read the statements below, and then discuss the questions in
pairs or groups.
I was brought here illegally at age 1. I think everyone born in
the United States is so lucky. We say the pledge of allegiance
every morning. I am the one that does it every day and doesn’t
sit right down. I say it right. I want to be here. I want to
learn. I love this country more than they do and they were
born here. I want to go to college. I want to be a teacher.
But I must be a legal citizen. I lose hope a lot.
Grace, San Diego, CA
AActivitiesAA ititGetting your facts straightRead the two fact boxes and answer the questions:
a Where do most illegal immigrants come from?
b Work out the percentage of illegal immigrants
in relation to the total population of America. Then
compare this with the percentage of illegal
immigrants in relation to the total population of
Arizona. Which is highest?
a Do most American Muslims feel they have
experienced discrimination?
b To what income class to most American Muslims
belong?
c Do most Americans believe that American Muslims
have suffered discrimination?
d How large is the American Muslim population
expected to be by 2030?
ActivFact
box
Fact
box
Illegal Immigration (2009 fi gures)
– Arizona has a total population of 6.6 million
– An estimated 375,000 are illegal immigrants
– 1.7 million Arizonians are of Mexican American
heritage.
– The United States has a population of 310,000,000
– There were an estimated 11.1 million illegal
immigrants in America
– 60% of all illegal immigrants are from Mexico.
– President Obama has proposed that a national
immigration reform should let illegal immigrants
pay a fi ne, learn English and become citizens.
American Muslims
– The majority of American Muslims were born
abroad.
– Most American Muslims are middle class.
– By 2030 the Muslim population of the United
States is projected to increase from 2.6 to
6.2 million.
– 58% of Americans said there was “a lot” of
discrimination against Muslims in 2009.
– Violence towards American Muslims did not
increase after 9/11.
– More than half of American Muslims say that it has
been diffi cult to be Muslim in America since 9/11.
– About a quarter of Muslims say that they have
experienced discrimination in the U.S.
Mexican Americans:
a In addition to racial profi ling, how might the Arizona
law be damaging to the Mexican American community in
the state?
b Which “basic notions of fairness” in America do you think
President Obama felt were being threatened by the law?
c Why do immigrants come to America illegally, do you
think?
d President Obama has proposed a way for illegal
immigrants to become American citizens (see fact box
above). Others think this would be unfair because it
would allow them to “skip ahead” of people already
waiting to get into the country legally. What do you
think?
e There are foreigners living illegally in Norway today.
How should they be treated? Should they be allowed an
opportunity to become citizens?
American Muslims:
a Some Americans apparently believe that a person can be
either a Muslim or an American, but not both. Why is this,
do you think? What is your opinion of this?
b Why would America’s involvement in wars in Iraq and
Afghanistan have increased tensions between American
Muslims and the larger American society? Is this also
true of Norway?
c Do you think that American Muslims are justifi ed in their
fear that Islamophobia is increasing in the United
States?
d Do you think that Park51 should be built?
Discussion: Articles Discuss one set of questions below in pairs or groups.
Discussion: First Person Statements
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I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands: one Nation under God, indivisible, with Liberty and Justice for all.
People call it the country of dreams
… I often would ask my mother why
she brought us here. We are only
discriminated and not wanted. She
answers with a sad expression on her
beautiful face. We brought you and your
brothers and sisters so that you wouldn’t
be hungry anymore. So that you would
have a better life. This country indeed
has given our family so much and here
I haven’t ever been hungry. But there is
also a lot of hate against us Latinos.
Maritza, Scroggins, TX
I’m an 18 year old kid who can’t travel,
drive, and get a job anywhere else than
Jack-in-the Box (restaurant), my record is
completely clean but I’m not an American
citizen and because of this I can’t achieve
my goals in life, nor can I have the normal
life a teenager should live. I’m trapped
and all because I was born a little too
south of a dumb imaginary line.
Charlie, San Diego, CA
Based on
http://www.myimmigrationstory.com/
I live in an area that borders California
and Oregon on the coastline. There
are many, many, many illegal Mexican
children attending our schools. They are
the troublemakers who come in with no
discipline or speaking abilities much less
willingness to go to school. They eat our
free meals, require special teachers and
bi-lingual helpers and interpreters. This
is a major problem and a drain on our
tax-paying.
Sally, Oregon
We in Virginia Beach are overrun with
Mexicans and everybody and his brother
are joining them. There are no jobs here.
They play Mexican music at the malls
and in stores, sell Mexican food, and even
write about selling to Mexican markets
in the local rag for grocers. At the rate
we are going, the entire USA will become
a colony of Mexico.
Miss Ross, VA
I can understand why people come into
this country illegally but it doesn’t make
it right. I feel sorry for the children of
illegal immigrants. If you need to deport
someone deport the parent. The children
are the innocent parties. I know people
are going to say that is unfair to the
children and yes this very well may be
the case but then isn’t it unfair to deport
children back to a country they know
nothing of?
Kerri, Indiana
a Compare the statement of Grace in
San Diego with Sally in Oregon.
Grace seems to be highly motivated
to go to school. Yet Sally seems
to believe that illegal immigrants
like Grace are troublemakers with
no discipline. How can this difference
be explained?
b Kerri in Indiana believes that the
children of deported illegal
immigrants should be allowed to
stay in the country. Do you agree?
What diffi culties would such a
solution create ?
c Why do you suppose an 18-year-old
illegal immigrant like Charlie cannot
get a driver’s license, start a career
or travel abroad? He blames his
fate on being born to south of “a
dumb imaginary line.” Can a border
be thought of as an “imaginary line”?
If so, who “imagines” it?
d Maritza believes there is “a lot of
hate against us Latinos” (Spanish
speakers in America). What evidence
of this do you fi nd in these First
Person Statements?
Find answers to one or more of the
following questions.
Mexican Americans:
a Has immigration reform been passed
on the national level since this
article was written? If not, is there
legislation being proposed?
b What happened to the Arizona law?
Did the courts declare it “null and
void” or did they accept it or some
parts of it?
c How many illegal immigrants live in
the United States today?
d When did “racial profi ling” become
illegal in the United States?
American Muslims:
a Has the building of Park51 gone ahead
as planned? What is its status today?
b What are the major countries and
cultures from which American
Muslims come?
c Have there been any recent protests
in America against the establishment
of other mosques?
d Who are the “Black Muslims” of the
United States? How do they differ
from the other Muslim groups?
Being an American
The following are characteristics which
some view as important to defi ning
a person’s nationality:
– language
– family and ancestry
– physical characteristics
– religion
– citizenship
– place of birth
– place of residence
– loyalty
– values
a Judging from the two articles you
have read, which of these
characteristics do you think lead
some people in the United States to
be skeptical of Mexican American?
How?
b Are these the same characteristics
that lead others to be skeptical of
Muslim Americans? Is there an
overlap between the two?
c Which of these do you consider to
be most important in defi ning
someone’s nationality? Why?
Quick Research
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Alice Sebold’s bestselling novel The
Lovely Bones (2002) is the story of
Susie, a 14-year-old girl who, one day,
disappears on her way home from school.
To start with, her family do not know what
has happened to her, but once a part of
her body is found, there is little doubt she
is dead. Susie has in fact been raped and
killed by her inconspicuous neighbour,
Mr Harvey. The story is told from Susie’s
point of view, the setting alternating
between 1970s small-town America and
Susie’s heaven, from where she observes
how her family struggle to cope with
her death.
Although her heaven is q uite pleasant,
she refuses to accept her fate. She
desperately wants to be with her family
and friends. Some of them fi nd consolation
in their ability to feel her spiritual
presence. Once she sees that her family,
though traumatised, are able to move
on, she is ready to go to another part of
heaven, where she will be disconnected
from life on earth. Mr Harvey is never
caught, but at the end of the novel he is
hit by a large icicle and dies.
A movie based on the novel, directed by
Peter Jackson, was released in 2009.
Choosing a novel
This year I wanted my fi nal-year students
to choose which novel we were going to
read in class. I gave them a list of three
titles, the opening passages of each book
and links to selected reviews. Then they
were told to write a paragraph arguing
why the novel they preferred would be our
best choice.
If I had only intended to let my students
make the decision, I could simply have
asked them to cast their votes. By asking
them to give reasons for their choice,
however, I expected to achieve more.
Having been assigned a task, they would
have to read the material I had provided
properly. Once they had made their
choice, I expected that their process
of fi nding arguments would turn into a
process of pre-reading. Their curiosity
about the novel would be aroused, and
they would start asking questions and
making predictions. In brief, I was hoping
to give their reading a kick-start.
My students’ choice was practically
unanimous – they wanted to read The
Lovely Bones. The arguments they
presented and the aspect(s) of the novel
they emphasized, did of course vary. They
argued quite persuasively – the more I
read about the assets of The Lovely Bones
the more I found myself looking forward
to our discussions.
What I had not foreseen, however, was
that their brief texts also gave me useful
information about what 18-year-olds
generally consider important qualities
in a novel. Below you will fi nd their most
interesting arguments. From these I
have extrapolated some general advice
on choosing novels that are suitable
for students. The items on my list are
far from sensational news. In fact, the
novels you love to teach probably share
most of these characteristics. Still, once
in a while I think it is worth reminding
ourselves what our students’ incentives
for reading really are.
The do’s and don’ts of selecting
novels for teaching purposes
• Do look for a striking beginning.
The Lovely Bones opens like this:
“My name was Salmon, like the fi sh;
fi rst name, Susie. I was fourteen when
I was murdered on Dec 6, 1973. In
newspaper photos of missing girls from
the seventies, most looked like me:
white girls with mousy brown hair. This
was before kids of all races and genders
started appearing on milk cartons or in
the daily mail. It was still back when
people believed things like that didn’t
happen.”
(Bold text – mine)
A dead young girl speaking? My students
were instantly hooked: “I felt addicted
from the fi rst word, the writer apparently
knows how to attract the readers’
attention,” one girl wrote.
Beginnings are crucial - just think
of memorable lines such as “It was
the best of times, it was the worst of
times” or “There is a truth universally
acknowledged …”. Even if the opening
of The Lovely Bones may not be quite
as memorable as those of Dickens and
Austen, the fi rst few lines of this novel
certainly have that intriguing quality that
compels the reader to go on. David Lodge
has summed up the effect of openings
rather more eloquently: “The beginning
of a novel is a threshold, separating the
real world we inhabit from the world the
novelist has imagined. It should therefore
[…] draw us in. […].”1
Th e Lovely Bones and the Do’s and Don’ts of Choosing Novels
by Siri Hunstadbråten,
Drammen videregående skole
1 David Lodge, The Art of Fiction (London: Penguin,
1992), p. 5.
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• Don’t underestimate the pull of
a bestseller.
“The fact that it is a bestseller shows
how many people who liked it, so I think
our class will too.” Like The Lovely Bones,
many bestsellers do have literary merit
and are worth considering as options for
our students.
• Do choose a novel that has been
adapted into fi lm.
As the fi lm version of The Lovely Bones
was released recently, some of my
students had already seen it: “I have seen
the movie based on the book and it is very
good. I have always wanted to read the
book because in my experience the book
behind a movie is always better than the
movie itself.” As adaptations contribute
to creating more interest in novels, I was
not surprised by my students’ decision.
After all, The Lovely Bones was the only
one of the novels on my list that had been
made into a fi lm.
Naturally, many of my students suggested
that we watch the fi lm, too, but only after
having read the novel. They know the
deal – the fi lm is the prize that they get
once they have dutifully fi nished reading.
One girl was quite strict: “It is common
knowledge that reading the book is a must
before watching the fi lm.” There are of
course no hard and fast rules about how
to approach literature and fi lm, but such
comparative studies in the classroom are
often rewarding. Students of all abilities
are able to take part in discussions, it
brings out the characteristic devices
of each medium, and it is a great way
of showing how different narrative
techniques work.
We all agreed, for example, that in the
fi lm we get a much better impression
of Susie’s heaven than in the novel.
Jackson’s impressive computer generated
images turned her heaven into quite a
spectacular place. The many close-ups of
Susie with her fi ne blonde hair blowing
in the wind make her come across as
so innocent that it breaks the viewers’
hearts. In the novel we are also made to
empathise with her fate, but it is done in
a much more subtle way.
There are of course a great many more
differences between the novel and
the fi lm. Why don’t you try out The
Lovely Bones yourself? Perhaps you
will be as impressed by your students’
perceptiveness as I was.
• Do look for a multi-faceted novel.
As students are different, a novel studied
in class should, ideally, have something
to offer everyone. “The Lovely Bones
contains sorrow, love, mystery, murder,
ghost stories, life after death, happiness
– a bit of everything actually.” So what
more could we possibly ask for?
• Do choose a novel whose theme
comes across as unusual.
What happened to Susie actually does
happen in real life. Even so, The Lovely
Bones is not just about loss and grief; it
is as much about life after death, a theme
which my students found refreshingly new.
It is a comforting thought that Susie’s soul
is able to return to her near and dear ones.
Such supernatural elements, including the
depiction of Susie’s heaven, were readily
accepted by my students. None of them
rejected the idea of an afterlife. On the
other hand, many of them said that Susie’s
heaven in many ways corresponded to their
own ideas of heaven. In the novel heaven
is stripped of any specifi cally religious
connotations. In an age where alternative
spirituality seems to be gaining ground
at the expense of traditional religions the
popularity of a novel like The Lovely Bones
is only to be expected.
• Do choose a novel whose genre
and narrative technique make for
interesting discussions.
The following two student observations
show that the way a story is told does
matter: “It is an alternative kind of crime
novel,” and “The twist with the victim
telling her story from heaven makes it
all the more fascinating.” Fortunately,
The Lovely Bones is so much more than
an alternative crime novel. It contains
elements of various other genres, too,
and one of them proved to be particularly
interesting for teenage readers. The story
of Susie’s younger sister Lyndsey is a
novel within the novel. Susie is a keen
observer of her sister’s achievements and
developments, and we follow Lyndsey from
early adolescence to adulthood.
This element of The Lovely Bones reads
like an initiation story and makes the
reader all too aware of how Susie has
been deprived of everything. As opposed
to Lyndsey, Susie never gets to have a
boyfriend, graduate from high school or
from college. Tragically, Susie is stuck in
her early teens – she will always be 14.
For her family, however, life does go on, if
only after many years of struggle. Despite
its tragic subject matter, the novel ends
on a harmonious note. The conclusion
seems to be that even in the bleakest
moments there is hope, even though it may
be very diffi cult to see.
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The fl oods in Queensland set records not
only to their depth but also fi nancially in
business, mining, agriculture and tourist
industries. Indeed, to the very basic
infrastructure such as roads, bridges and
railway lines. It was also an incredible test
of Australian resilience or “Aussie Spirit”
which through it all, has shone brighter than
ever before.
Do Australians have their own unique way of
coping with catastrophes? And if so can we
learn anything from the way they coped with
these recent natural disasters?
Australians in disaster mode
Historically Aussies face tough times with
determination and good humour – like the
people who when surrounded by fl oodwater,
sat on their verandas with beers in hand.
In the midst of all that water, they still
managed to fi nd a beer, and whilst drinking
it, cracked jokes. Or the lady who in the
middle of the devastation of Grantham, was
interviewed by the ABC news, her home was
gone, her neighbours and friends dead or
missing and her town basically destroyed.
One moment she was in tears, the next she
was laughing. Why?
Because the pub was gone and she couldn’t
even get a cold beer!
What she was saying, along with everyone
by Fiona Ellingsen
Narvik vgs.
ds not
ally in
learn anything from the way they coped with
these recent natural disasters?
– You Have to Experience ItThe Australian
There are moments in time
when you can’t comprehend the
reality confronting you: moments
when the world as you know it
fails to make any sense and you
can’t absorb what’s happening.
Natural disasters, like the
recent Cyclone Yasi and massive
fl ooding in Queensland induced
such moments. But amidst all the
devastation to lives and property
there were countless examples
of bravery, sacrifi ce and of
communities banding together.
©Fotolia
©Fotolia ©Fotolia
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else was this – “we can take it”. Whatever
comes our way we can take it, we can laugh
at it, and then we will bounce back.
These are Australians in “disaster mode”.
Bruce Woodley and Dobe Newton in the
last verse of their song from 1987, “I Am
Australian”, capture what they think it is
to be an Australian:
I’m the hot wind from the desert,
I’m the black soil of the plains,
I’m the mountains and the valleys,
I’m the drought and fl ooding rains,
I am the rock,
I am the sky,
The rivers when they run,
The spirit of this great land, I am Australian.
In other words being an Australian is being
at one with the landscape and the climate.
Australians accept cyclones and monsoonal
rain; however this year’s wet season has
severely tested their resilience. It just didn’t
stop raining. Up the north the worst fl oods
in Queensland’s history submerged an area
four times the size of Norway. Whole towns
were swamped, major roads blocked, homes,
businesses and farms destroyed and animals
killed. Only one out of the 73 shires in
Queensland was spared from fl oods, cyclones
or persistent heavy rain. This story posted on
ABC‘s news site may help us understand how
Australian cope with disaster;
Our house is going under water
The washer, dryer, wine, fridge, boxes of books,
clothes and more under the house are gone
Our son is visibly sad when he found out that
the water would come upstairs
Up to the ceiling or roof even
Could we move to somewhere else?
he asked
We had just moved in
A few weeks ago
to be near to the Cat, Glider and the Brisbane
River
We have always loved West End
which has given us so much grief in turn
in a mere few weeks
but when Maryanne, Lauren & Wayne and
others whose names we didn’t
even know
from the apartments next door and across the
road
and Neil, Bev and Harry and others from Gray
Road
all of whom we’d never met before
came to ask to help, pack, load and store our
stuff
together with some of our friends, workmates
and friends neighbours who all came to help
And we are staying so comfortably
at friends
And in such good company
Strangely, in so much personal distress,
Though I don’t want to speak for others in the
family:
I know for certain
I love Queensland
For the fi rst time ever
Since moving here eight years ago
In the midst of this 2011 fl oods disaster
Its real: this thing called
the Australian spirit.
You don’t even have to be born here
to catch it.
And in this epic fl ood
There is such a thing called the Australian
Spirit
You have to live here to know it. 1
An important question here is why someone
from West End in England is so overwhelmed
by the way Australians tackle disasters and,
more importantly, why Australians are so
community minded?
The answer may lie in the fact that when
trouble strikes, Australians traditionally
don’t wait around for governmental help.
Their ability to spontaneously organise
community groups who calmly and
collectively fi ght bushfi res, droughts and
other natural disasters has amazed many.
The country is so huge that in earlier times
it took days if not months for help to arrive,
so Australians became very self-suffi cient
and a culture of “mateship” arose where
everyone helped each other in times of need.
In an article The Amazing Australian Spirit –
“Mateship” Should Be Required Everywhere,2
an American living in Brisbane since 2001,
refl ected over how differently people reacted
to hurricanes in his home country and how
his neighbours reacted to the fl oods in
Brisbane.
He said that in the US during a severe
hurricane in 1998, he saw the worst of
what people can do. Short tempers and
emotionally charged arguments erupted
between complete strangers in stores and
gas-stations. He described panic buying and
horrifi c scenes where people grabbed what
they could from shop shelves, struggling
against each other. It was a “get out of
my way, that’s mine” attitude and people
seemed to be less supportive and more and
more aggressive as the hurricane closed in.
In Brisbane in the days before the fl ood, he
was amazed that people were so easy-going
and wondered why no-one was “stocking up”.
When authorities suggested that workers
in the Central Business District should
vacate the city, and everyone realised what
was about to happen, it caused mass panic
buying, but not in the way he had experienced
back in the States. In Brisbane the stores
were bare of basics like batteries, bottled
water and fresh meat. But there was one
major difference which he called “disaster
mode” – a friendly supportive attitude and
a strong community spirit.
He said; “I watched a man offer a pack of
bottled water to a woman who couldn’t
reach the top shelf, despite that there only
being two packs left. He was totally willing
to share one of the last two packs. That
wouldn’t happen where I come from. The lines
at the check-out were expectedly quite long,
but they were alive with chatter as complete
strangers were chatting and supporting one
another.”
“The check-out cashiers were interested in
how each customer and their family were
Keith ‘Cowboy’ Burnett (L) and Brian ‘Moose’ Malone (R) drink beer at the fl ood-bound Pioneer Hotel in
Rockhampton, Queensland on January 6, 2011. ©Scanpix
©Fotolia
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faring, and this was heart-felt interest, not
fake or patronizing. And each customer was
asking after each of the cashier’s families
because obviously they were stuck working
while everyone else was in preparation-
mode.”
North of Brisbane, the resilience of fl ood-
affected residents of Queensland’s central
highlands amazed a helicopter crew from
Mackay’s CQ rescue service. General
manager Philip Dowler said; “The fi rst thing
that happened when we landed, was that we
were offered tea and biscuits and coffee and
cakes, and it’s especially surprising when
we’re out there to help them and the fi rst
thing they’re trying to do is feed and look
after us”. 3 Perhaps we can conclude that
Australians in “disaster mode” pull together
and need only one basic survival ingredient –
a hot cuppa and/or a beer.
Even in faraway “mother” England the Prince
of Wales sent a message of solidarity
to the victims of the Queensland fl oods
saying “What I can never get over is how
wonderfully resilient the Australian people
are when these sorts of disasters occur.” 4
When the Prince of Wales was with the Royal
Navy he spent time in Queensland, and knows
the region well. As a gesture of support
Prince William visited the cyclone and fl ood-
affected areas of Queensland late March.
Volunteers
A further example of how Australians
cope with disasters is the huge number of
unorganised volunteers who spontaneously
turned up to homes in Brisbane, armed
with shovels, mops, buckets and other
tools to help complete strangers clean out
their homes. As one Australian newspaper
noted: “An army of mud warriors has been
mobilized”.
One of the worst affected towns was
Ingham, north of Townsville which was
hit by two major fl oods in one week. The
Mayor of Ingham, Mr Pisasale spoke of the
amazing spirit of people; “They’re out there
supporting each other and people are just
stopping with a hammer and a nail saying
«what can I do to help».” Businessman
Stephen Pyle said the whole community
rallied behind those in need; “One day we
were cleaning, and come lunchtime, a ute5 came round handing out hot sausages. It was
just something that they did – their houses
weren’t affected, so they helped out in the
only way they could.”
Summer of Sorrow
Further up the Queensland coast, Mission
Beach received half a meter of rain in just
three days in mid-March. For some residents
the string of disasters proved to be too much.
Nearby Tully Heads is the wettest town in
Australia with an average yearly rainfall
of 4204 millimetres. When ABC news asked
a local, Dennis Garcia from Tully Heads,
how he was coping he replied; “What hasn’t
happened to my place, really? We’ve just had
my house blown apart, been inundated with
water and then this deluge came”. He had
just replaced all the white goods destroyed
in the cyclone and stood there waste deep
watching them bob up and down in his
garage. He quietly added; “I’m freaking out
for the fi rst time in my life, maybe I’m not
handling it too well, but hey, I’ll get by…”
When a staggering 366 millimetres – nearly
10% of the annual rainfall – fell in just four
hours you can understand his despair. In fact
he wasn’t freaking out. He was an Australian
in “disaster modus”, who for the second time
that summer was replacing the furniture in
his home.
A local sugar cane producer, Michael
Passano, said local growers desperately
needed dry weather, so the cane can fully
recover from the cyclone and added, “We’ve
almost forgotten what it looks like to see
blue sky these days.” 6 A pretty strong
statement considering that Queensland is
also known as “The Sunshine State” owing to
its long hours of sunshine.
For Queenslanders used to cyclones and
monsoons it has been a summer of sorrow
as they endure the latest chapter in a long
and destructive wet season. However what is
common for them all is the stoical way they
coped with these disasters.
The fi rst four lines of the second stanza
of the famous poem “My Country” by the
Australian poet Dorothea Mackellar (1885-
1968) gives a description of Australia that
remains just as accurate a century later.
It goes like this:
I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and fl ooding rains.
I love her jewel-sea,
Her beauty and her terror –
The wide brown land for me.
All Australian know these lines, partly
because they are learnt by heart at school
and partly because they fi t into the way
Australian’s think about their country and
climate. Mackellar writes about a country
of great beauty and where people accept
natural disasters as a part of the way of
life and are not overwhelmed by its violent
extremes.
What are the lessons learnt from
this disaster?
Firstly, never underestimate the power of
nature; it can touch anyone anywhere, and
secondly, there is such a thing called the
Australian spirit and it is a good way of
coping with catastrophes. And lastly, if you
ever are in a natural disaster, you should
hope you’re surrounded by Australians. If
you ever get a chance to bring an Aussie into
your life, treat them well, because they will
lay down their life for you.
A volunteer adds personal items to a pile on the edge of the street as he helps clean a fl ood damaged
house after the Brisbane River receded in the suburb of Westend, January 14, 2011. ©Scanpix
1 13th January 2011
2 http://curtischappell.com/blog/archives/3906
3 http://www.abc.net.au/news/
stories/2008/02/01/2152143.htm
4 http://www.abc.net.au/news/
stories/2011/01/15/3113462.htm
5 a type of truck with only two seats in the front and
a pickup (storage) area at the back
6 http://www.abc.net.au/rural/news/content/201103/
s3156911.htm
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Language labs have been in use for decades
in the language classroom and teachers
have included them in their toolbox of
teaching aids. In this text I will present
some activities that I fi nd useful in my
teaching of English and towards the end I
have included some tasks and tests.
Assessment
The advantages of language labs are
fairly obvious for a teacher. One such
advantage is that they provide a quick and
accurate way to assess oral skills. In a
busy school day it is tempting to spend
30-45 minutes on an oral test, instead of
spending too much valuable time on oral
tests in the classroom. It takes time to
listen to the recordings afterwards, but
not more time than it would take to let all
the students give presentations in class,
which is rarely very useful for the students.
Neither does it take more time to listen
to their recordings than to test each and
every one in an adjacent room, which is not
an option in classes that are ineffi cient
without a teacher in the classroom. Another
advantage is the possibility of listening to
the students over and over again, to sort
out indistinct or complex passages. When
listening to students in a classroom, the
teacher may fail to hear certain parts of
their talks because of all the factors that
demand his or her attention.
Students’ perspective
There are of course different
reactions to the use of
the language lab. Some
students need time to
get accustomed to
hearing their recorded
voices. Others dread
people nearby hearing
what they say. Most
students are, however,
delighted by the
fact that only the
teacher will listen
to their performance
instead of the whole
class. My experience
is that most students
feel, when they are being
honest, that the language lab helps them
to improve their oral skills. They use the
language more actively because they all
record their answers at the same time.
When they cooperate with other students
in pairs or groups, they experience what
it is like to keep a conversation going in
a foreign language. By using the language
lab, they get the chance to rehearse certain
aspects of the language more thoroughly,
because of the opportunity to listen to what
they do when they speak. This often reveals
aspects of their oral skills that they have
not been aware of previously. The language
lab also offers numerous possibilities when
it comes to adapted tasks. Each student can
work with their particular task to practise a
specifi c aspect of the way they speak and at
their own level.
Teachers’ perspective
Most teachers see the advantages of using
a language lab, but some need to overcome
their fear of technology and spend time on
understanding how to operate the lab. In
the age of computers, some schools have
installed digital language labs, while
others still use the more mechanical ones.
At my school, we have entered the digital
age (to some teachers’ despair). The step-
by-step manual of different activities was
my “Bible” when I started using the lab. By
trying out one activity at a time, I slowly
expanded the number of activities
I mastered.
Reading
The easiest activity, in my opinion, is
reading practice. The teacher starts the
recording and rewinds it afterwards, so that
the students can listen to what they have
read. Many of them are not aware of what
kind of mistakes they make before they
listen to themselves in the language lab.
When the students are used to the language
lab and are ready to operate the control
panels themselves, they can start, stop,
rewind and improve their readings at their
own pace. A more challenging variant is to
ask them to talk for a minute about a topic
instead of reading, and then do it again to
improve the presentation. This will force
them to keep going and develop their skills
in structuring sentences.
Pronunciation
One of the most common activities
used in the language lab is to improve
pronunciation. There are different ways of
doing this. Some activities are ready-made
in a fi le, and by activating one of those,
the students can practise certain words.
Another opportunity is to be the model
yourself and ask the students to repeat.
When it comes to improving, the students
listen to what their pronunciation is like
and the teacher can listen to them and give
feedback.
Listening comprehension
First and foremost the language lab is
an aid to improving oral skills. However,
it is easily combined with listening
comprehension as well. In the digital world,
fi les from the Internet, CDs and other
audio fi les can without diffi culty be
played in the language lab, and
afterwards the students can
talk about what they have
heard and answer questions.
There are also ready-made
telephone conversations
and interviews in which
one part is recorded and
pauses are included so
that the students have
time to fi ll in their
part. These activities
offer a fairly realistic
experience in talking
to a native speaker,
and students learn what
it is like not to see the
person they are talking
to. Any useful words,
By Gyri Solberg
Rosthaug vgs.
The Use of Language Labs in Teaching English
©Fotolia
©Fotolia
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expressions and structures can obviously
be practised in the same way by preparing
dialogues with the relevant phrases
included.
Test variants
During a school year several tests have
to be given to assess the students’ oral
skills. I have already mentioned why I like
the language lab when it comes to oral
tests. Students can be asked to talk about
a cultural, historical, literary or vocational
topic after having worked with it for a
period of time1.
They can be given a set of questions to
answer, or they can be asked to discuss
certain topics in groups. Literature is a
common topic at an oral exam, and the
students can practise how to talk about
literature in the language lab. In some
courses they have to read a novel, but
instead of presenting their novel or book
review in class, they can do it in the
language lab2. According to the English
subject curriculum, one of the aims is that
the student “shall be able to understand
and use a wide general vocabulary and an
academic vocabulary related to his/her
own education programme.” 3 Instead of
traditional vocabulary tests, students can
be asked to explain terms. Such activities
invite the students to make use of, for
instance, vocational terminology.4
Challenges
Students encounter different challenges.
For example, some fi dget too much with the
control panel and headsets. Most students,
however, follow the rules of behaviour
in the language lab, because they like
being there. Even the students that do not
like learning languages, like being in the
language lab as it provides variation.
Silent students represent a challenge to
the teacher. They need closer guidance
and encouragement to overcome their fear.
Repeat-after-me exercises and reading
short dialogues are often successful
warming-up activities. After a while, they
might manage to structure sentences
from a factsheet and talk about pictures.
When they are confi dent enough, they can
work with fellow students in pairs or
groups. Then they can borrow words and
expressions from each other. There are
more participants who share the stage, so
to speak.
The language lab is not to be used at
all times. Obviously, students need to
experience what it is like to present a topic
to an audience. Sometimes it is easier
to speak face to face, in order to express
and interpret additional communication
gestures, facial expressions and body
language.
As there are numerous variations on using
the language lab, there are of course
more functions and activities than those I
1 See the attached test for International English
on Multiculturalism
2 See the attached test for International English
on the No. 1 Ladies’ Detective Agency
3 http://www.udir.no/grep/Lareplan/?laerep
lanid=1097084&visning=5&sortering=2&kms
id=1097092
4 See the attached test for Health and Social
Services
ora
l te
st
ora
l te
st
ora
l te
stTracks 1: Health and Social
Services
Chapter 6: Jenny from
Birmingham
In pairs:
1 Introduce yourselves or each other
2 Talk about Jenny
3 Explain these terms:
a Physical development
b Intellectual development
c Language development
d Emotional development
e Social development
4 Give examples of different kinds
of play and how they help children
in developing skills
a Physical play
b Creative play
c Pretend play
d Exploratory play
e Constructive play
f Messy play
5 Discuss the following topics:
a Child raising
b Children’s development
c How to work with children
International English
Access to International English,
Chapter 2: Multiculturalism
1 Explain these terms:
a Culture
b Multiculturalism
c Ethnocentrism
d Cultural relativism
e The Commonwealth
e The Seal of America
2 Compare multiculturalism in the
UK and in the US.
3 What is non-Standard English?
Include examples from the texts
you have read in this course.
4 Relate the term culture to the fi lm
East Is East.
5 How do cultural differences affect
communication? Give examples
from East Is East and texts you
have read in this chapter.
Bring your copy of the novel. Explain the
terms in italics before you answer the
question.
1 Read page 1 of the novel.
2 What do you know about the author,
Alexander McCall Smith?
3 Describe Precious Ramotswe
according to:
– speech
– thoughts
– effect on others
– actions
– looks
4 Is she a fl at or round character, do you
think?
5 What do you think the author thinks
about Precious?
6 What is the relationship between
Precious and her father like? Feel free
to relate your statements to passages
in the novel.
7 Talk about the setting in the book. How
does this affect the theme in the book?
8 How do you picture the agency?
9 What can you say about the point of view
used in this novel?
10 Explain these literary terms: hero,
villain, victim, and relate them to
characters in the novel.
11 Talk about the plot in fi ve sentences.
12 What is your impression of Botswana
after having read this book?
13 How is this novel different from what we
normally see/hear about Africa?
14 What do you remember best from
the book? Did anything make a profound
impression on you?
15 What do you think the author’s intention
was in writing this book?
16 Relate this novel to the course
International English.
International English
The No. 1 Ladies’ Detective Agency
Some suggestions for short activities
• Act out a dialogue in different ways
(cheerful, sad, in love, angry)
• Take turns asking and answering questions
on a text
• Practise how to pronounce and read the
phonetic transcriptions of words listed
• Explain terms
• Repeat-after-me exercises
• Read tongue twisters, dialogues etc.
• Match expressions and pictures and give
reasons for your choice
• Describe pictures
• Listen to a text and talk about it
• Read a text and tell others about it
• Present a topic
• Talk about a topic for one minute
• Discuss a topic (in pairs or in groups)
• Self-assessment
• Explain what you see in pictures. Use as
many vocational words as possible
• Talk about diagrams
have presented here. In this text I hope to
have encouraged teachers to try out more
possibilities that will help students to
improve their language skills and that will
save valuable time for teachers.
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ISBN: 978-82-02-36439-7
